Here you’ll find the answers to some of the questions most frequently asked of our team. If you don’t find the answers you’re looking for below, please do not hesitate to reach out to us, we’ll gladly answer all your questions.

How does medspace.VR compare to traditional laboratory-based simulation?

Although traditional, laboratory-based simulation on non-clinical equipment is largely effective, it is a resource-hungry strategy that is best suited to individual or paired work.

medspace.VR facilitates both individual and paired classroom-based simulation and also extends well to whole class lecture-style demonstrations or large-screen group-based learning with all the collaborative learning benefits(1) that this brings.

Is medspace.VR scalable?

medspace.VR is highly scalable. It is an ideal independent learning tool suitable for individual remote access learning via laptop, and it is equally well-suited for use on large screen, immersive visualisation equipment commonly found in Health Sciences Educational facilities(2).

The flexibility of the software, combined with the cost-effective licensing structure means that multiple teaching formats can be utilised across and off campus.

How much technical knowledge is required to use medspace.VR?

High levels of intuitive control design ensure that both technology-savvy school leavers and more established learners are able to engage with the software. Game design principles underpin the interactivity and 3D visualisation of medspace.VR modules, and the realistic equipment controls within the environment are derived from a range of common clinical equipment systems. Rather than having to navigate a complicated menu system, users simply click on the appropriate area of the equipment and they are able to use the controls. This makes for a rapid learning curve and maintains high levels of realism and interactivity.

How future proof is medspace.VR?

We understand that health and visualisation technologies are constantly changing, and it is vital that simulation resources reflect the most up-to-date clinical changes and engage users with cutting edge learning environments.

medspace.VR is not a static simulation resource, it is an evolving training environment backed by our strong commitment to facilitate learning using the absolute latest visualisation technology. So, you’re assured that medspace.VR will maintain its position at the bleeding edge of technological innovation, and your students and users will benefit from increasing realism and levels of interactivity.

What are some of the benefits of learning with medspace.VR?

medspace.VR is firmly focussed on pre-clinical technique preparation through process learning. Users engage with the software as if it were a real clinical machine and, as with a real machine, if used incorrectly, it will generate poor results. This opens up the learning experience, allowing students to learn by experimentation. Such action learning by trial and error is recognised as a highly valuable training technique(3).

An essential component of process learning is the provision of engaging feedback, and medspace.VR allows educators to develop their own range of technique protocols and standards and provide constructive feedback. Users are also able to review their results against set standards, and the medspace.VR software will animate the differences and specific changes that need to be implemented in the future.

How cost effective is medspace.VR for institutions?

We believe in providing a product that is both scalable and flexible enough to suit a variety of institutions and budgets. This is why we offer license extension packages that are extremely competitive and allow for fluctuations in intake and changes to requirements. 

Compared to laboratory-based learning, medspace.VR offers the potential for more widespread large-class learning at a fraction of the cost.

What sort of environments are available in medspace.VR?

In addition to offering users a range of environments in which to hone their skills, medspace.VR facilitates the creation of an unlimited variety of protocols and procedures.

The software is designed to be tailored to individual institutional requirements and to be used throughout the full range of the learning journey. Our current suite of radiography modules includes three highly realistic interactive simulated radiography environments; the general radiography room, CT scanner and C-arm theatre. These modules provide a wide range of learning opportunities from routine high volume radiography work to the advanced, complex and high pressure techniques.

We are already developing additional realistic 3D medspace.VR learning environments to ensure the widest possible usage of the resource across a range of disciplines.

medspace.VR is a product that will grow with your institution and provide high quality virtual environment simulation to as wide a range of learners as you wish.

What type of technology is required to run medspace.VR?

medspace.VR will happily run on existing PC or Mac-based workstations across campus and can be made available 24 hours a day for off-campus student remote access via laptop. The modules may also be used on any existing 3D visualisation facilities. 

medspace.VR is designed to scale according to the capability of your hardware from simple 2D workstations to large screen 3D visualisation theatres. All modules can operate in 2D or 3D mode.

References and articles

Peer Reviewed research articles for reference

Bridge, P., Appleyard, R. M., Ward, J. W., Philips, R., & Beavis, A. W. (2007). The development and evaluation of a virtual radiotherapy treatment machine using an immersive visualisation environment. Computers & Education49(2), 481-494.

Bridge, P., Giles, E., Williams, A., Bøjen, A., Appleyard, R., & Kirby, M. (2017). International audit of virtual environment for radiotherapy training usage. Journal of radiotherapy in practice16(4), 375-382.

Bridge, P., Gunn, T., Kastanis, L., Pack, D., Rowntree, P., Starkey, D., Mahoney, G., Berry, C., Braithwaite, V. & Wilson‐Stewart, K. (2014). The development and evaluation of a medical imaging training immersive environment. Journal of medical radiation sciences61(3), 159-165.

Bridge, P., Shiner, N., Bolderston, A., Gunn, T., Hazell, L. J., Johnson, R., Jones, G.L., Mifsud, L., Stewart, S.L. & McNulty, J. P. (2021). International audit of simulation use in pre-registration medical radiation science training. Radiography27(4), 1172-1178.

Gunn, T., Jones, L., Bridge, P., Rowntree, P., & Nissen, L. (2018). The use of virtual reality simulation to improve technical skill in the undergraduate medical imaging student. Interactive Learning Environments26(5), 613-620.

Gunn, T., & Rowntree, P. (2021). Future proofing the use of the ‘pandemic technology’. Journal of Medical Imaging and Radiation Sciences.

Gunn, T., Rowntree, P., Starkey, D., & Nissen, L. (2021). The use of virtual reality computed tomography simulation within a medical imaging and a radiation therapy undergraduate programme. Journal of Medical Radiation Sciences68(1), 28-36. https://onlinelibrary.wiley.com/doi/full/10.1002/jmrs.436

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record108(6), 1017-1054. https://www.learntechlib.org/p/99246/?nl=1


(2020) News and product update, Journal of Medical Engineering & Technology, 44:8, 527-529, DOI: 10.1080/03091902.2020.1832818 https://www.tandfonline.com/doi/abs/10.1080/03091902.2020.1832818?journalCode=ijmt20


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